Let'sTalk
Literacy y English Core Skills r a m i r P
3rd Class Teacher’s Planning Booklet The Educational Company of Ireland
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Contents Page Introduction
1
Yearly Plan
2
Fornightly Planning for Units Unit 1
4
Unit 11
34
Unit 2
7
Unit 12
38
Unit 3
10
Unit 13
41
Unit 4
13
Unit 14
44
Unit 5
16
Unit 15
47
Unit 6
19
Unit 16
49
Unit 7
22
Unit 17
52
Unit 8
25
Unit 18
55
Unit 9
28
Unit 19
57
Unit 10
31
Unit 20
59
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Introduction Let’s Talk Literacy is a series of books designed to support the development of pupils’ literacy skills from First to Sixth Class. The programme considers all aspects of the Primary Language Curriculum (2015). Each unit addresses:
• • •
Comprehension Vocabulary Grammar
• •
Oral language Writing genres and the writing process.
Each book features a variety of fiction and non-fiction texts as well as engaging extracts from novels and poems. The series introduces interesting characters to guide pupils through each book. A continuous story is developed through cloze and comprehension activities. Comprehension strategies are explained before reading tasks. The pupil is encouraged to use these strategies. The vocabulary explored in each unit is sourced from the comprehension piece, allowing the pupil to see the words in context. A selection of lower and higher order questions also follow each comprehension piece. Oral language is addressed independently in each unit. Oral language tasks are integrated with the content of the unit and are also representative of the learning outcomes of the new Primary Language Curriculum. A progressive approach to grammar is taken throughout the series, with a range of activities provided to suit varying abilities. Extension activities are also provided throughout the textbook to further challenge pupils. The series has focused on all writing genres and a variety of opportunities has been provided for pupils to engage with each genre. Pupils will develop an awareness of the structure and specific language associated with each genre.
Digital resources are available at www.edcolearning.ie to provide opportunities to reinforce the learning objectives introduced in the textbook. Teacher planning documents are also provided. These documents are reflective of the textbook content and take the new Primary Language Curriculum planning requirements into consideration. They are also fully editable and are easily integrated into personal planning documents.
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Yearly Plan Date: ________________
September
Comprehension Reading Strategy
Oral Language
Grammar
Writing
Prediction
How many ‘feeling’ words can you think of? (Pair work.) Oral language points game. Time words. (Group work.) Can you think of a happy day? (Pair discussion.)
Capital letters and full stops Common nouns
Recount
Plurals
Cloze – I Want to Be Famous!
The Legend of Spud Murphy. (Pair discussion.)
Verbs
Cloze – Ziggy’s Dad
Birthday Fun Dear Diary
October
Prediction
Poem – A Happy Day Novel extract – The Legend of Spud Murphy
Recount
Revision and Assessment November
December
Questioning
Questioning
How to Give Your Pet a Bath
Common nouns.(Pair work.)
Common nouns and proper nouns
Procedural writing
How to Build a Volcano
Asking questions. (Pair work.)
Procedural writing
Novel extract – Cherry Green Story Queen Zigmin
Going on a picnic – making lists. (Pair work.) Special talents. (Pair discussion.)
Question marks and exclamation marks Speech marks and commas Irregular plurals
Cloze – Reading and Writing Characters
Revision and Assessment
2
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January
February
March
Comprehension Reading Strategy
Oral Language
Grammar
Writing
Comparing
Do you like…? Oral language game. (Pair work.) Think of something that should be banned. (Pair discussion and reasoning – oral presentation.) Describe a picture. (Pair work.)
Compound words
Cloze – A Bad Day
Comparing
Skimming
Novel extract – The Nothing to See Here Hotel Girl, Aged 9, Elected President of Ireland Bedtime to be Decided by Children, Not Parents Poem – A Pizza the Size of the Sun Buenos Dias! Kangaroos
Listing adjectives. (Pair work.)
Present tense and past Writing to socialise tense Irregular verbs – past tense Adjectives
Facts about Ireland. (Group oral Contractions presentations.) Oral language game – how Pronouns many animals can you name in a minute? (Pair work.)
Writing to socialise Cloze – A Song at Last Report writing Report writing
Revision and Assessment April
Skimming Clarifying
May
June
Clarifying
Create Images
Novel extract – The Small Wee Hours Novel extract – The HundredMile-An-Hour Dog Billy Mack
Sentence building – nouns and adjectives. (Pair work.) Making conversation. (Pair work.) Sentence work – opposite adjectives. (Pair work.) Poem – Zed’s Sled Making conversation. (Pair work.) Novel extract – Me and Mister P Alphabetical order. (Pair work.)
Adjectives
Cloze – A Great Day
Alphabetical order
Narrative writing
Antonyms
Narrative writing
Conjunctions
Cloze – My Song
Dictionary work
Cloze – Pre-show Jitters
My Big Night
Homophones
Story settings
Feeling excited. (Pair discussion.) Revision and Assessment
Yearly Plan
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Unit
1
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 3
2: Motivation and choice
Pair work: Feeling words, p. 4
3: Social conventions and awareness of others. Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation Reading
1: Engagement
Birthday Fun, p. 2
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Prediction, p. 2 Comprehension questions: Quiz Time!, Think About It!, p. 3 Word Work: Vocabulary development, p. 3
4
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Birthday Fun. Engage in pair work with a partner to list as many ‘feeling’ words as possible in 60 seconds.
Communicating
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
CM
Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story Birthday Fun. Discuss new vocabulary and complete Word Work activities.
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 3
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Exploring and Using
5: Vocabulary 6: Purpose, genre and voice
7: Writing process and creating texts
Word Work: Vocabulary development, p. 3
Grammar: Capital letters and full stops, p. 4
Writing: Recount genre, p. 5
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Complete a cloze activity and answer questions to show understanding of new vocabulary.
Develop an understanding of when capital letters should be used and complete written activities.
Develop an understanding of the recount genre.
Plan and write a short recount story about their last birthday celebration.
Unit 1 Fortnightly Plan
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Assessment
Linkage/Integration
Teacher questions
Literacy: Write a list of all the items Reading tasks will be completed you would need for a birthday party. with varying levels of support.
Comprehension questions
Self-assessment: pupil reads recount writing aloud and explains an aspect they are proud of and something they will do better in their next task.
Maths: Design a bar chart showing all the birthdays in your class.
Gaeilge: Lá Breithe.
Differentiation
Vocabulary Key vocabulary predict, title, illustration, capital letters, full stops, recount, genre
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
inflatable, barbecue, obstacle, annoyed
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 1 and PCM 2: capital letters.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
2
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 7
2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions
Group work: Time words, p. 8
Communicating
1: Engagement
Dear Diary, p. 6
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Prediction, p. 6
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Dear Diary. Engage in an oral language game with a group listing words that refer to time.
8: Categorisation Reading
CM
Comprehension questions: Quiz Time!, Think About It!, p. 7 Word Work: Vocabulary development, p. 7
Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story Dear Diary. Discuss new vocabulary and complete Word Work activities.
Unit 2 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 7
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating texts
Word Work: Vocabulary development, p. 7
Grammar: Common nouns, p. 8 Writing: Recount genre, p. 9
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Create sentences to show understanding of new vocabulary.
Understand that common nouns are naming words and do not get a capital letter. Complete written activities.
Recognise features of the recount genre.
Plan and write a short recount diary entry detailing the activities of the previous day.
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Imagine you are on holidays by the beach. Write a diary entry to recount all the activities of your day.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Self-assessment: pupil reads recount writing aloud and explains an aspect they are proud of and something they will do better in their next task.
predict, title, illustration, common noun, recount, genre
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
worse, decided, enough, terrible
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 3 and PCM 4: Common nouns.* *Grammar resources are available for download at www.edcolearning.ie
Unit 2 Fortnightly Plan
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Unit
X 3
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________ Strand
Element
Oral Language
Communicating
Reading
Learning Outcome
1: Engagement, listening and attention Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification Communicating 1: Engagement Understanding 3: Conventions of print and sentence structure
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
3rd Class
Topic Word Work: Vocabulary acquisition, p. 11
Pair discussion: A Happy Day, p. 13 A Happy Day, p. 10
Comprehension strategy: Prediction, p. 10
Comprehension questions: Quiz Time!, Think About It!, p. 11
Word Work: Vocabulary development, p. 11
10
CM
Learning Experiences
CM
Pupils will be enabled to: Engage in pair discussion with a partner to share memories of a happy day. Use questions to stimulate discussion. Pupils will be enabled to: Use the illustration and title of the poem to make predictions.
Read and respond to the poem A Happy Day.
Discuss new vocabulary and complete Word Work activities.
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 11
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary
Word Work: Vocabulary development, p. 11
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Create sentences to show understanding of new vocabulary.
Grammar: Plurals, p. 12
Cloze procedure: I Want to Be Famous!, p. 13
Understand that plural means more than one. Understand the different ways to write words in plural form. Complete written activities.
Complete the cloze procedure introducing the character of Ziggy.
Unit 3 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Following the discussion of their happy day, encourage pupils to write a diary entry recounting the events of that day.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Differentiation of written tasks and use of extension activities depending on pupil ability.
predict, title, illustration, question mark, consonant blend
Poem vocabulary amber, sunlit, sparkling, tumbled
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 5 and PCM 6: Plurals.* *Grammar resources are available for download at www.edcolearning.ie
12
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Unit
X 4
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 15
2: Motivation and choice 3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification
Pair work: Imagine that you are Will from the story extract. Think of a different reason for not wanting to go to the library, p. 17
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Legend of Spud Murphy.
Imagine they are a character from the story extract. Invent a different reason for not wanting to go to the library. Share with a partner.
Unit 4 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Reading
Communicating Understanding
1: Engagement 3: Conventions of print and sentence structure
The Legend of Spud Murphy, p. 14
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
Comprehension strategy: Prediction, p. 14 Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15
Writing
Communicating
1: Engagement
Understanding
3: Conventions of print and sentence structure 5: Vocabulary
Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15 Grammar: Verbs, p. 16 Grammar: Revision, p. 18 Cloze procedure: Ziggy’s Dad, p. 17
CM
Learning Experiences
CM
Pupils will be enabled to: Use the illustration and title of the story to make predictions. Read and respond to the story extract The Legend of Spud Murphy. Discuss new vocabulary and complete Word Work activity. Pupils will be enabled to: Complete written answers to lower and higher order questions. Identify the correct word for each definition and create sentences to show understanding of new vocabulary. Recognise that verbs are action words. Complete grammar written activities. Complete the cloze procedure.
14
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: What will happen next in the story The Legend of Spud Murphy? Write and draw a prediction for the story. With your class, read the story to discover if any of the class predictions are correct.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
Cloze procedure
Assessment – Twenty questions
predict, title, illustration, capital letters, book cover
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
librarian, behaviour, enemy, avoid
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 7 and PCM 8: Verbs.* *Grammar resources are available for download at www.edcolearning.ie
Unit 4 Fortnightly Plan
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Unit
5 X
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 21
2: Motivation and choice
Pair work: Pick a common noun. Complete word association activities, p. 22
Understanding
Reading
Communicating Understanding
5 & 6: Vocabulary/Demonstration of understanding
1: Engagement 3: Conventions of print and sentence structure 6: Vocabulary
Exploring and using 8 & 9: Response and author’s intent/Comprehension
How to Give Your Pet a Bath, p. 20 Comprehension strategy: Questioning, p. 20 Comprehension questions: Quiz Time!, Think About It!, p. 21 Word Work: Vocabulary development, p. 21
16
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure How to Give Your Pet a Bath. Choose a common noun from the list. Think of words that are associated with that noun. Pupils will be enabled to: Think of questions to ask before, during and after reading the text. Read and respond to the procedure How to Give Your Pet a Bath. Discuss new vocabulary and complete Word Work activity. Create sentences using new vocabulary.
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 21
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating text
Word Work: Vocabulary development, p. 21
Grammar: Common nouns and proper nouns, p. 22
Writing: Procedure genre, p. 23
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Write the correct word for each definition, complete sentences and create independent sentences to show understanding of new vocabulary.
Understand that nouns are naming words. Differentiate between common nouns and proper nouns.
Understand the purpose of procedural writing. Identify the features of procedural writing.
Plan and write two procedures: How to Make a Fruit Salad, How to Make Beans on Toast.
Unit 5 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Choose another simple meal. Write a procedure to show how the meal is prepared.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
SESE, Science: Living things; Food for energy and growth.
Creative writing tasks
questions, common noun, proper noun, procedural writing, sequence
Lower and higher order questions. Story vocabulary Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
lukewarm, temperature, massage, patience
Grammar PCM 9 and PCM 10: Common nouns and proper nouns.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
6
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 25
2: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions
Pair work: How many questions can you come up with on the subject of dogs?, p. 26
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the procedure How to Build a Volcano.
Engage in pair work to think of questions on the topic of dogs. Use appropriate question words – who, what, when, where, why, how.
Unit 6 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Reading
Communicating Understanding
1: Engagement 3: Conventions of print and sentence structure
How to Build a Volcano, p. 24
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/Comprehension
Writing
Communicating
1: Engagement 2: Motivation and choice
Understanding
3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text
Comprehension strategy: Questioning, p. 24 Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25 Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25 Grammar: Question marks and exclamation marks, p. 26 Writing: Procedure genre, p. 27
CM
Learning Experiences
CM
Pupils will be enabled to: Think of questions to ask before, during and after reading the text. Read and respond to the procedure How to Build a Volcano. Discuss new vocabulary and complete Word Work activity. Pupils will be enabled to: Complete written answers to lower and higher order questions. Use a dictionary to look up the meaning of words. Complete a cloze activity to show understanding of new vocabulary. Understand when a question mark and an exclamation mark is used in writing. Choose the correct punctuation to complete sentences. Recognise features of the procedural writing genre. Plan and write a procedure explaining how to play snakes and ladders.
20
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
SESE: Use the procedural planning template to write an experiment from your science class.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
Creative writing tasks
Lower and higher order questions.
Differentiation of written tasks and use of extension activities depending on pupil ability.
questions, question mark, exclamation mark, procedural writing, title, materials, instructions
Story vocabulary layer, mould, funnel, erupt
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 11 and PCM 12: Question marks and exclamation marks.* *Grammar resources are available for download at www.edcolearning.ie
Unit 6 Fortnightly Plan
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Unit
7
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________ Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 29
Reading
2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation
Pair work: Imagine that you are going on a picnic. Write a shopping list, p. 31
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Cherry Green Story Queen, p. 28
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
22
3rd Class
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Cherry Green Story Queen. Write a list of items needed for a picnic. Read the list to a partner and see how many items they can recall.
Comprehension strategy: Questioning, p. 28 Comprehension questions: Quiz Time!, Think About It!, p. 29 Word Work: Vocabulary development, p. 29
Pupils will be enabled to: Think of questions to ask before, during and after reading the text. Read and respond to the story extract Cherry Green Story Queen. Discuss new vocabulary and complete Word Work cloze.
Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 29
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating text
Word Work: Vocabulary development, p. 29
Grammar: Speech marks and commas, p. 30
Cloze procedure: Reading and Writing, p. 31
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Complete a cloze activity and create sentences to show understanding of new vocabulary.
Understand when speech marks are used. Write sentences correctly inserting speech marks where appropriate.
Recognise that commas are used to separate things in a list. Write sentences correctly using commas when necessary.
Complete cloze procedure.
Unit 7 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Literacy: Recall the writing process for procedures. Plan and write a procedure explaining how to make hot chocolate.
Written tasks
With a partner, write a list of tips to help Ziggy improve his reading and writing.
Cloze procedure
question, speech marks, commas, imagine, cloze
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
foster, impressed, giggled, foreign
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 13 and PCM 14: Speech marks and commas.* *Grammar resources are available for download at www.edcolearning.ie
24
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Unit
X 8
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 33
2: Motivation and choice
Pair work: Think of a talent, p. 34
3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions Reading
Communicating
1: Engagement
Understanding
3: Conventions of print and sentence structure
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/Comprehension
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Zigmin. Engage in pair discussion to explain a talent, something that they are learning to do or something that they love doing.
Zigmin, p. 32 Comprehension strategy: Questioning, p. 32 Comprehension questions: Quiz Time!, Think About It!, p. 33 Word Work: Vocabulary development, p. 33
Pupils will be enabled to: Think of questions to ask before, during and after reading the text. Read the story Zigmin. Discuss new vocabulary and complete Word Work cloze.
Unit 8 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 33
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Word Work: Vocabulary development, p. 33
5: Vocabulary Exploring and using 7: Writing process and creating texts Grammar: Irregular plurals, p. 34
Grammar: Revision, p. 36
Writing genre: Character, p. 35
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.
Understand that plural means more than one. Recognise that some plural words are irregular. Match singular words with irregular plural words. Choose the correct plural to complete each sentence.
Explore and describe the character of Ziggy. Create a YouTube Kids profile for Ziggy.
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Choose another character from your favourite novel/story. Create a profile for that character.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
Assessment – Twenty questions
question, plural, irregular plural, singular, talent, character, profile
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
dedicated, original, create, talent
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 15 and PCM 16: Irregular plurals.* *Grammar resources are available for download at www.edcolearning.ie
Unit 8 Fortnightly Plan
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Unit
9 X
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 39
2: Motivation and choice 3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions
28
Pair work: Do you like...? Questioning task, p. 41
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Nothing to See Here Hotel.
Engage with a partner to ask a variety of questions. The answer to each question cannot be ‘yes’ or ‘no’.
Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Strand
Element
Learning Outcome
Topic
Reading
Communicating Understanding
1: Engagement 3: Conventions of print and structure sentence
The Nothing to See Here Hotel, p. 38
6: Vocabulary Exploring and using 7: Purpose, genre and voice 8 & 9: Response and author’s intent/Comprehension
Comprehension strategy: Comparing, p. 38 Comprehension questions: Quiz Time!, Think About It!, p. 39 Word Work: Vocabulary development, p. 39
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Think of another story to make comparisons with The Nothing to See Here Hotel. Read and respond to the story extract The Nothing to See Here Hotel. Discuss new vocabulary and complete Word Work cloze.
Writing
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure 5: Vocabulary
Comprehension questions: Quiz Time!, Think About It!, p. 39 Word Work: Vocabulary development, p. 39 Grammar: Compound words, p. 40 Cloze procedure: A Bad Day, p. 41
Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete sentences and create sentences to show understanding of new vocabulary. Recognise how compound words are formed. Create compound words by combining smaller words. Use these compound words to complete sentences. Complete cloze procedure. Unit 9 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Create your own dream hotel. Write a description and draw a picture. Use the following questions to help you: Where would you build the hotel? What special features would it have? What activities would take place there?
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Written vocabulary tasks
Cloze procedure
compare, similarities, differences, compound words, combine, cloze
Lower and higher order questions. Story vocabulary Differentiation of written tasks and use of extension activities depending on pupil ability.
laundry, sewer, destination, manager
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 17 and PCM 18: Compound words.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
X 10
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 43
2: Motivation and choice 3: Social conventions and Pair work: Think of awareness something that you feel Understanding 5 & 6: Vocabulary/Demonstration should be banned, p. 44 of understanding Exploring and using 11: Information giving, explanation and justification
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Girl, Aged 9, Elected President of Ireland.
Engage with a partner to choose something that you feel should be banned. Explain your choice to the class and give reasons for your choice.
Unit 10 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Reading
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Girl, Aged 9, Elected President of Ireland, p. 42
6: Vocabulary 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/Comprehension Writing
Communicating
1: Engagement 2: Motivation and choice
Understanding
3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text
Comprehension strategy: Comparing, p. 42 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43 Comprehension questions: Quiz Time!, Think About It!, p. 43 Word Work: Vocabulary development, p. 43 Grammar: Present tense and past tense, p. 44 Writing to socialise, p. 45
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. How does this article compare with news articles in real newspapers? Read the story Girl, Aged 9, Elected President of Ireland. Discuss new vocabulary and complete Word Work cloze. Pupils will be enabled to: Complete written answers to lower and higher order questions. Choose the correct word to match each definition and complete sentences to show understanding of new vocabulary. Understand how to write verbs in the present and past tenses. Write words in the present tense and past tense. Identify which tense is used in sentences. Understand the purpose of writing to socialise. Choose a title and create a newspaper article.
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: With a partner, list all the ways that we communicate with others in the world around us.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
Creative writing tasks
Lower and higher order questions.
Differentiation of written tasks and use of extension activities depending on pupil ability.
compare, present tense, past tense, verb, banned, forbidden, writing to socialise
Story vocabulary ban, active, areas, provided
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 19 and PCM 20: Present tense and past tense.* *Grammar resources are available for download at www.edcolearning.ie
Unit 10 Fortnightly Plan
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Unit
11
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 47
2: Motivation and choice 3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification
34
Pair work: Draw a picture. Describe it, p. 48
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Bedtime to Be Decided by Children, Not Parents. Draw a picture without your partner seeing. Describe the picture to a partner and ask them to recreate the picture. Compare the two pictures. Note the similarities and differences.
Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Strand
Element
Learning Outcome
Topic
Reading
Communicating Understanding
1: Engagement 3: Conventions of print and sentence structure
Bedtime to Be Decided by Children, Not Parents, p. 46
6: Vocabulary 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s intent/ Comprehension
Comprehension strategy: Comparing, p. 46 Comprehension questions: Quiz Time!, Think About It!, p. 47 Word Work: Vocabulary development, p. 47
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Compare this article to the article in Unit 10. List the similarities and the differences. Read and respond to the story Bedtime to Be Decided by Children, Not Parents. Discuss new vocabulary and complete Word Work activity.
Unit 11 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 47
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text
Word Work: Vocabulary development, p. 47 Grammar: Irregular verbs – past tense, p. 48 Writing to socialise, p. 49
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions. Choose the correct word to match each definition. Complete sentences to show understanding of new vocabulary. Recognise the correct past tense of irregular verbs. Understand the purpose of writing to socialise. Choose a headline and create a newspaper article.
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Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Assessment
Linkage/Integration
Teacher questions
Literacy: Create a simple Reading tasks will be completed newspaper with your class to share with varying levels of support. information about your school activities with other classes and the wider school community. Lower and higher order questions.
Comprehension questions Vocabulary written tasks Creative writing tasks
Differentiation
Vocabulary Key vocabulary compare, irregular verbs, past tense, writing to socialise Story vocabulary
Differentiation of written tasks and use of extension activities depending on pupil ability.
Minister, equipped, refreshed, electronic
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 21 and PCM 22: Irregular verbs – past tense.* *Grammar resources are available for download at www.edcolearning.ie
Unit 11 Fortnightly Plan
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Unit
12
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 51
2: Motivation and choice 5 & 6: Vocabulary/ Demonstration of understanding
Pair work: List adjectives to describe the pictures, p. 53
1: Engagement 3: Conventions of print and sentence structure
A Pizza the Size of the Sun, p. 50
Understanding
Reading
Communicating Understanding
6: Vocabulary
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem A Pizza the Size of the Sun. Study a picture. List adjectives to describe the picture. Compare your list with your partner’s list.
Comprehension strategy: Comparing, p. 50
Comprehension questions: 7: Purpose, genre and voice Exploring and using 8 & 9: Response and author’s Quiz Time!, Think About It!, p. 51 intent/Comprehension
Pupils will be enabled to: Develop an understanding of the comprehension strategy of comparing. Compare this poem to the poem A Happy Day in Unit 3. List the similarities and the differences between the two poems. Read and respond to the poem A Pizza the Size of the Sun. Discuss new vocabulary and complete Word Work activity.
38
Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Strand
Element
Learning Outcome
Topic
CM
Learning Experiences
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 51
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Word Work: Vocabulary development, p. 51
Choose the correct word to match each definition. Complete sentences to show understanding of new vocabulary.
CM
Grammar: Adjectives, p. 52
Cloze procedure: A Song at Last, p. 53
Understand that adjectives are describing words. Identify the adjectives in each sentence.
Complete the cloze procedure.
Unit 12 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Write a poem about your favourite food.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Vocabulary written tasks
compare, adjectives, describing, nouns, opposite, cloze
Lower and higher order questions. Poem vocabulary Differentiation of written tasks depending on pupil ability.
ton, resplendent, galore, delectable
Cloze procedure Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 23 and PCM 24: Adjectives.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
X 13
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 55
2: Motivation and choice
Group work: List five facts about Ireland, p. 56
3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification Reading
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report Buenos Días! Work in a small group to think of five facts about Ireland. Present your facts to the whole class group.
Communicating
1: Engagement
Buenos Días!, p. 54
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Skimming, p. 54
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/Comprehension
CM
Comprehension questions: Quiz Time!, Think About It!, p. 55 Word Work: Vocabulary development, p. 55
Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the report and share one fact from the report with a partner. Read and respond to the report Buenos Días! Discuss new vocabulary and complete Word Work activity. Unit 13 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 55
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating text
Word Work: Vocabulary development, p. 55
Grammar: Contractions, p. 56
Writing: Report genre, p. 57
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions. Read definitions and identify the correct word from the list to match each definition. Answer questions and create sentences to show understanding of new vocabulary. Understand that a contraction is a shorter way of saying two words. Identify the correct contractions for each pair of words. Identify the contractions in sentences. Recognise features of the report writing genre. Record facts about the Arctic using a mind map. Write a report about the Arctic.
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Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy, SESE: Choose another place in the world. Research and record facts about that place. Write a report and present your report orally to the class.
Reading tasks will be completed with varying levels of support.
Key vocabulary
SESE, Geography: Human environments; People and other lands.
Differentiation of written tasks and use of extension activities depending on pupil ability.
Teacher observation of group oral presentation of facts about Ireland
Comprehension questions
Lower and higher order questions.
Vocabulary written tasks
Creative writing tasks
skim, contractions, facts, report, information, research, title, introduction, paragraphs, present tense, mind map
Story vocabulary capital, climate, dormant, endangered
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 25 and PCM 26: Contractions.* *Grammar resources are available for download at www.edcolearning.ie
Unit 13 Fortnightly Plan
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Unit
14
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 59
Reading
2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 8: Categorisation
Pair work: Animals and their young, p. 60
Communicating
1: Engagement
Kangaroos, p. 58
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Skimming, p. 58
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the report Kangaroos. Engage in pair work to name as many animals and their young as they can in one minute. The pair with the longest list wins.
Comprehension questions: Quiz Time!, Think About It!, p. 59
Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the report and share one fact from the report with a partner.
Word Work: Vocabulary development, p. 59
Read and respond to the report Kangaroos. Discuss new vocabulary and complete Word Work activity.
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Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension questions: Quiz Time!, Think About It!, p. 59
5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text
Word Work: Vocabulary development, p. 59 Grammar: Pronouns, p. 60 Grammar: Revision, p. 62 Writing: Report genre, p. 61
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions. Read definitions and identify the correct word from the list to match each definition. Complete sentences and create new sentences to show understanding of new vocabulary. Recognise that a pronoun takes the place of a noun. Choose pronouns to replace nouns in sentences. Identify the pronoun in a sentence. Recognise features of the report writing genre. Choose an animal. Research the animal under the headings Appearance, Habitat, Food,Interesting Facts. Write a report. Unit 14 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Plan and write another persuasive piece of writing entitled Junk Food Should be Banned in All Schools.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions Written vocabulary tasks Self-assessment of creative writing: pupil reads their writing aloud and explains an aspect they are proud of and something they will do better in their next task.
Lower and higher order questions. Differentiation of written tasks and use of extension activities depending on pupil ability.
skim, pronoun, noun, report, research, information, title, introduction, paragraph, present tense Story vocabulary mammal, venture, explore, regurgitate
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Assessment, p. 63 Grammar PCM 27 and PCM 28: Pronouns.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
X 15
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 65
2: Motivation and choice
Understanding
3: Social conventions and awareness of others. 4: Sentence structure and grammar
Pair work: Making sentences, p. 67
5 & 6: Vocabulary/Demonstration of understanding Reading
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/Comprehension
The Small Wee Hours, pp. 64–5 Comprehension strategy: Skimming, p. 64 Comprehension questions: Quiz Time!, Think About It!, p. 65 Word Work: Vocabulary development, p. 65
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract The Small Wee Hours. Engage in pair work to create as many different sentences as possible using nouns and adjectives assigned to them by the teacher. Pupils will be enabled to: Develop an understanding of the comprehension strategy Skimming. Skim the story extract and tell a partner what the story is about. Read and respond to the story extract The Small Wee Hours. Discuss new vocabulary and complete Word Work activities.
Unit 15 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 65
2: Motivation and choice Understanding
3: Conventions of print and sentence structure 5: Vocabulary
Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text
CM
Word Work: Vocabulary development, p. 65 Grammar: Adjectives, p. 66 Cloze procedure: A Great Day, p. 67
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions. Use a dictionary to find the definition of new vocabulary. Complete a cloze activity to show understanding of new vocabulary. Recognise that adjectives are describing words. Identify adjectives of similar meanings. Categorise adjectives. Complete the cloze procedure.
Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Divide the children into small groups. Ask a child from each group to use adjectives to describe an animal without naming it. The other children must guess the animal. Each child may take a turn.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Written vocabulary tasks
Cloze procedure
Lower and higher order questions.
skimming, adjectives, similar, positive, negative, cloze
Differentiation of written tasks depending on pupil ability.
Story vocabulary
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
nursery, crumpled, shocked, fountain
Grammar PCM 29, PCM 30 and PCM 31: Adjectives.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
16
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 69
2: Motivation and choice
Understanding Exploring and using
3: Social conventions and awareness of others 5 & 6: Vocabulary/Demonstration of understanding 7: Requests, questions and interactions
Pair work: Imagine the conversation, p. 70
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story The Hundred-Mile-AnHour Dog. Imagine the conversation that takes place between two friends. One friend has lost their dog and rings the other to tell them what happened.
Unit 16 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Reading
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
The Hundred-Mile-An-Hour Dog, p. 68
6: Vocabulary
Writing
Exploring and using
8 & 9: Response and author’s intent/ Comprehension
Communicating
1: Engagement 2: Motivation and choice
Understanding
Exploring and using
3: Conventions of print and sentence structure 5: Vocabulary 6: Purpose, genre and voice 7: Writing process and creating text
Comprehension strategy: Clarifying, p. 68 Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69 Grammar: Alphabetical order, p. 70 Writing: Narrative genre, p. 71
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying. Read the story The Hundred-Mile-An-Hour Dog. Discuss new vocabulary and complete Word Work activity. Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity and create sentences to show understanding of new vocabulary. Develop an understanding of alphabetical order. Write groups of words in alphabetical order. Recognise features of the narrative genre. Plan and write a narrative.
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Let’s Talk Literacy 3rd Class – Teacher’s Planning Booklet
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Imagine that you have a pet with a special talent. Write a description of your pet and what makes them so special. Draw a picture to accompany your work.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions Written vocabulary tasks Teacher observation of oral language task
Lower and higher order questions. Differentiation of written tasks depending on pupil ability.
clarify, understand, alphabetical order, conversation, narrative, sequence Story vocabulary crouched, maximum, startled, mesmerised
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 32 and PCM 33: Alphabetical order.*
*Grammar resources are available for download at www.edcolearning.ie
Unit 16 Fortnightly Plan
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Unit
17
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 73
2: Motivation and choice
Pair work: Opposites, p. 74
Understanding
3: Social conventions and awareness of others 4: Sentence structure and grammar
Communicating
1: Engagement
Billy Mack, p. 72
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Clarifying, p. 72
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
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Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative Billy Mack. Think of three sentences using different adjectives. Ask a partner to repeat the sentences using the opposite of each adjective.
5 & 6: Vocabulary/Demonstration of understanding Reading
CM
Comprehension questions: Quiz Time!, Think About It!, p. 73 Word Work: Vocabulary development, p. 73
Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying. Read and respond to the story Billy Mack. Discuss new vocabulary and complete Word Work activity.
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 73
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating text
Word Work: Vocabulary development, p. 73
Grammar: Antonyms, p. 74
Writing: Narrative genre, p. 75
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions.
Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.
Understand that an antonym is a word that means the opposite to another word. Identify the antonym to a variety of words.
Recognise the features of narrative writing.
Plan and write a simple narrative about a superhero teacher.
Unit 17 Fortnightly Plan
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Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Redraft your narrative about the superhero teacher. Read the story aloud for the rest of the class.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Written vocabulary tasks
Creative writing tasks
Lower and higher order questions.
Differentiation of written tasks and use of extension activities depending on pupil ability.
clarifying, antonym, opposite, narrative, character, setting, problem, events, solution
Story vocabulary groceries, surrounded, explained, thoughtful
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
Grammar PCM 34 and PCM 35: Antonyms.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
18 X
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 77
2: Motivation and choice
Pair work: Imagine the conversation, p. 78
3: Social conventions and awareness of others Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions Reading
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Zed’s Sled. Read the poem. Imagine Zed’s friend returns the sled and apologises to Zed. Act out the conversation between Zed and his friend.
Communicating
1: Engagement
Zed’s Sled, p. 76
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy: Clarifying, p. 76
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
CM
Comprehension questions: Quiz Time!, Think About It!, p. 77
Pupils will be enabled to: Develop an understanding of the comprehension strategy Clarifying. Read and respond to the poem Zed’s Sled. Discuss new vocabulary and complete Word Work activities.
Unit 18 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 77
2: Motivation and choice Understanding
3: Conventions of print and sentence structure
Word Work: Vocabulary development, p. 77 Grammar: Conjunctions, p. 78 Cloze procedure: My Song, p. 79
CM
Learning Experiences
CM
Pupils will be enabled to: Complete written answers to lower and higher order questions. Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary. Understand that conjunctions are words that join short sentences together. Write sentences using conjunctions. Complete cloze procedure.
Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: In small groups discuss how you would perform the poem Zed’s Sled. What tone of voice would you use? How would this change during the poem? Perform the poem with your group for the rest of the class.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Teacher observation or oral language task Comprehension questions Written vocabulary tasks Cloze procedure
Lower and higher order questions. Differentiation of written tasks and use of extension activities depending on pupil ability. Use of additional photocopiable material to extend learning or facilitate a station teaching/ small group approach:
Clarifying, conjunctions, imagine, conversation, cloze Poem vocabulary sled, bawl, slick, natty
Grammar PCM 36 and PCM 37: Conjunctions.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
X 19
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 81
Reading
2: Motivation and choice Understanding 5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 8: Categorisation
Pair work: Alphabetical order, p. 83
Communicating
1: Engagement
Me and Mister P, p. 80
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension strategy : Creating images, p. 80
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Me and Mister P. Engage in pair work to choose a topic. Take turns naming words beginning with each letter of the alphabet associated with that topic. Pupils will be enabled to: Read and respond to the story Me and Mister P.
Comprehension questions: Quiz Time!, Think About It!, p. 81
Develop an understanding of creating images relating to the story. Imagine what Mister P looks like on a normal day. Draw the picture.
Word Work: Vocabulary development, p. 81
Discuss new vocabulary and complete Word Work activity.
Unit 19 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
Comprehension questions: Quiz Time!, Think About It!, p. 81
Pupils will be enabled to: Complete a cloze activity to show understanding of new vocabulary.
Word Work: Vocabulary development, p. 81
Complete written answers to lower and higher order questions.
Grammar: Dictionary work, p. 82
Understand why and how we use a dictionary. Match words to the correct definition. List words in the correct alphabetical order.
5: Vocabulary
CM
Learning Experiences
Assessment
Linkage/Integration
Differentiation
Vocabulary
Teacher questions
Literacy: Ask each pupil in the class to choose a word they are unfamiliar with from the dictionary. Pupils take turns to stand up, read the word, state if it is a noun, verb, adjective, etc; and explain the definition. Quiz pupils on the new words at the end of the lesson.
Reading tasks will be completed with varying levels of support.
Key vocabulary
Comprehension questions
Written vocabulary tasks
Lower and higher order questions. Differentiation of written tasks depending on pupil ability. Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:
CM
create images, imagine, dictionary, alphabetical order, cloze
Story vocabulary tournament, coiled, gushed, spluttered
Grammar PCM 38 and PCM 39: Dictionary work.* *Grammar resources are available for download at www.edcolearning.ie
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Unit
20 X
Let'sTalk
Literacy y English Core Skills Primar
Date: ________________
3rd Class
Strand
Element
Learning Outcome
Topic
Oral Language
Communicating
1: Engagement, listening and attention
Word Work: Vocabulary acquisition, p. 85
2: Motivation and choice 3: Social conventions and awareness of others Understanding
5 & 6: Vocabulary/Demonstration of understanding Exploring and using 7: Requests, questions and interactions
Pair discussion: Think of a time that you felt excited, p. 87
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story My Big Night.
Think of a time they felt excited or were looking forward to something. Share this memory with a partner including details about where they were, who they were with, what they were doing and why it was so exciting.
Unit 20 Fortnightly Plan
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Strand
Element
Learning Outcome
Topic
Reading
Communicating
1: Engagement
My Big Night, p. 84
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension
Comprehension strategy: Creating images, p. 84
Comprehension questions: Quiz Time!, Think About It!, p. 85
Word Work: Vocabulary development, p. 85
CM
Learning Experiences
CM
Pupils will be enabled to: Develop an understanding of creating images relating to the story. Imagine how Ziggy feels at the end of the story. Draw a picture of Ziggy.
Read and respond to the story My Big Night.
Discuss comprehension questions.
Discuss new vocabulary and complete Word Work activity.
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Strand
Element
Learning Outcome
Topic
Writing
Communicating
1: Engagement
Comprehension questions: Quiz Time!, Think About It!, p. 85
Understanding
2: Motivation and choice 3: Conventions of print and sentence structure
5: Vocabulary Exploring and using 6: Purpose, genre and voice
7: Writing process and creating text
Word Work: Vocabulary development, p. 85
Grammar: Homophones, p. 86
Grammar: Revision, p. 88
Writing: Story settings, p. 87
CM
Learning Experiences
CM
Pupils will be enabled to: Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.
Complete written answers to lower and higher order questions.
Understand that homophones are words that sound the same but are spelled differently. Choose the correct word to complete each sentence. Complete grammar revision activities.
Identify three story settings from the stories about Ziggy. Predict what will happen to Ziggy next.
Unit 20 Fortnightly Plan
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Assessment
Linkage/Integration
Teacher questions
Literacy: Imagine that Ziggy has Reading tasks will be completed been selected to appear on a TV with varying levels of support. singing competition. Design a poster encouraging people to watch his show and vote for him. Lower and higher order questions.
Comprehension questions
Written vocabulary tasks
Differentiation
Vocabulary Key vocabulary create images, imagine, homophones, setting, prediction
Story vocabulary Differentiation of written tasks depending on pupil ability.
pretended, somersaults, trance, performance
Reading assessment, pp. 90–1
Assessment: Twenty questions, p. 92
Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 40 and PCM 41: Homophones.*
*Grammar resources are available for download at www.edcolearning.ie
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